IOSTE Letters

Volume 1. No. 2. August, 2021

Explore Chinese Primary Science Teachers’ View about Scientific Inquiry and How Do They Implement…
Xiaoran Li and Yanyan Li*

Muslim Teachers’ Conceptions of Evolution in Kazakhstan
Frédéric Charles* and Pierre Clément

Effects of Mock Lessons on Pre-service Teachers’ Beliefs Regarding the Introduction of Arguments into Classes
Shinichi Kamiyama*, Yamamoto Tomokazu, and Inagaki Shigenori

The Brazilian Faculty Perceptions concerning Public High School and Initial Chemistry Teacher Training
Thaiara Magro Pereira, Caian Cremasco Receputi, and Daisy de Brito Rezende*

Integrating Technology in Life Sciences Teaching for a Participatory Citizenship within the COVID-19 Pandemic
Oniccah Koketso Pila* and Mafor Penn

Pre-service Teachers’ Reflections on Their Transitioning from Face-to-Face to Remote Learning
Oniccah Koketso Pila and Lydia Mavuru*

Research Advisor-Advisee Relationships on Graduate Programs: A Bibliographic Survey
Caian Cremasco Receputi, Marcos Vogel, and Daisy de Brito Rezende*

Professional Development of Brazilian In-service Physics Teachers in the Context of Lesson Study Activities
Micaías Andrade Rodrigues* and Agnaldo Arroio

Algae Approach on a Distance Education Course to In-service Brazilian Teachers
Suzana Ursi* and Thierry Faria Lima

Pedagogical Content Knowledge about Biomes of a Biology Undergraduate Student in a Teacher Training Program
Marina Macedo and Suzana Ursi*

Teaching Botany and Active Learning Methodologies: A Case Study about a Post-graduate Course in Brazil
Diego Tavares Vasques*, Kelma Cristina de Freitas, and Suzana Ursi

Representations of Scientists in Children’s Media and Children’s Drawings
Juliana Coelho Braga de Oliveira Penna* and Agnaldo Arroio

Looking beyond STEM: A Case for Transdisciplinarity
Martin Braund

What is in Common between Affirmative and Denialist Discourses about Science?
Felipe Sanches Lopez*, José Luis Ortega, and Cristiano Mattos

Teachers Views on Factors Influencing their Integration of Computational Thinking in the Teaching…
Ayodele Abosede Ogegbo* and Umesh Ramnarain

Who Can Be a Scientist? An Analysis of Images in Canadian, Brazilian, and Portuguese Science Textbooks
Tatiana Zanon, Melissa Mendes, Anick Jasmin, Gita Ghiasi, and Tanja Tajmel*

Nature of Science and Gravitational Waves: Contributions from Cultural-Historical Activity Theory…
João Otavio Garcia* and Juliano Camillo

Cultural Decolonization and Science Teaching: A Study on Scientific Curricula
Carlos Mometti* and Maurício Pietrocola

A SWOT Analysis of A Scientific Research Program for Students of the Middle School Level, Based…
Nelson Luiz de Andrade Lima

Values of Biodiversity in Governmental Discourse and Its Relation with a Citizenship Education
Larissa A. do Nascimento*, Rafael G. de Castro, Anne C. de Freitas, Marcelo T. M. C. Mometti* and Maurício Pietrocola

A Brief Theoretical Discussion on Post-Truths, Socio-Scientific Controversies, False News and their Articulations…
Bruna Karl Rodrigues da Silva*, Ricardo Monteiro da Silva, and João Paulo Fernandes

The Brazilian National Curriculum Guidelines and Its Approach to Scientific and Epistemic Practices
Alan de Marco Barbosa*, Natan Henrique Bataglia Felisberto, and Marcelo Tadeu Motokane

Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science
Dilara Goren* and Ebru Kaya

Second and Fourth Grade Pre-service Science Teachers’ Understanding of Reconceptualized Family Resemblance
Beyza Okan* and Ebru Kaya

Evaluating Teaching Project from a STEM Approach: Instrument Development and Validation
Cristian Annunciato and André Rodrigues*